The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

"The Marketization of Pedagogy and the Problem of ‘Competitive Accountability’" published on 09 Jun 2018 by Brill.

While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklund School of Education of the University of Calgary started to offer a course in STEM education for the undergraduate Bachelor of Education program. The purpose of this article is to document the first iterations of this course. We draw from narratives of four instructors, including the coordinator of the course, and administrators who were actively involved in creation and approval of the course. We describe the course and its connection to the philosophy of the program, examine the context in which this course was conceived—including both national and provincial policy—and address some challenges and possibilities experienced by administrators, instructors and students during the creation and implementation of the course.

Resumen Presentamos una comparación de tendencias sobre la modelización matemática entre Latinoamérica y el resto del mundo a través de un análisis documental de 561 escritos, publicados entre 1980 y mediados de 2021, entre artículos de las principales revistas de investigación a nivel internacional y capítulos de libros. El análisis se centró en las perspectivas de modelización, los contenidos educativos y las poblaciones en las que se enfocan los documentos revisados. Los resultados de este análisis dan cuenta de tendencias globales y permiten identificar características específicas de las publicaciones latinoamericanas que contrastan con las publicaciones en el resto del mundo; sin embargo, este estudio también da cuenta de tendencias locales que no se extienden a toda la región.

We present the perspectives of teachers and others involved in the collaborative design of teaching and learning artifacts across three cases: (a) an independent group participating in lesson study; (b) teachers participating in professional development programs; and (c) a district initiative for producing numeracy tasks. Among the results we found that (a) the role of the facilitator was crucial, (b) different forms of support were present, and (c) the impact extended beyond the involved participants. These cases represent an option for both the design of curricular material for classrooms and a curriculum for teachers’ continuous professional development.